Master of Science in Speech-Language Pathology - Trine University
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Master of Science in
Speech-Language
Pathology
Student Handbook
2021
Mission
Trine University’s Master of Science in Speech-Language Pathology
program prepares professionals to assess and treat individuals with
communication and swallowing impairments through their clinical
training, inter-professional collaboration, and evidence-based practice.The University reserves the right to change and to make exceptions to the provisions
of this handbook at any time and to apply any change or to make an exception applicable
to any student without regard to date of admission application or date of enrollment.
This handbook is neither a contract nor an offer to enter into a contract.
Faculty Approved (June 18, 2021)
Approved by Director of Accreditation (June 18,
2021)
Accreditation: MS-SLP Trine website Approved by Dean, CHP (June 18, 2021)The MS-SLP Program faculty are delighted and honored that you chose Trine University for your graduate school! We are very excited to be a part of your transition from student to professional. During the next five semesters you will be concentrating on learning the knowledge and skills that are the foundation of our practice – speech-language pathology. This is one of the most memorable times of your life – grad school! You made it! You are now individuals carving your own paths and we as the faculty of the MS-SLP program are here to help guide you on those paths. We are here to support you on your track to becoming a speech-language pathologist. There will be many ‘most important’ things for you to remember, but this one is ‘essential;’ don’t memorize the information that you are presented in your classes and practicums, you need to learn the information. Step one is understanding the information, and step two is application of the information. Both of these steps will move you forward on the path to being an excellent SLP! Your coursework at Trine for the MS-SLP has been carefully laid out in a sequence around a stepwise progression of practicums. The didactic work is focused more heavily in your first two semesters and as your practicums increase in length and time spent with clients, the coursework then decreases. You are entering an incredibly dynamic field. Always be prepared to discuss and share your opinion on current issues confronting speech-language pathologists. Everyone’s viewpoint is valued and respected. Please read, sign the form on page (page 26) of this handbook then submit the form to Castle Branch. By signing the form, you acknowledge you have read, and will adhere to the policies included in this handbook. It is my pleasure to welcome you to the MS-SLP program at Trine University. I sincerely hope that your time with us is filled with wonderful memories, a strong desire for life-long learning about our profession of speech-language pathology, and a profound dedication to serving clients will communication and swallowing impairments. Chanda Lichtsinn Chanda Lichtsinn, M. S. CCC-SLP Director of Speech-language Pathology Programs “A career in speech-language pathology challenges you to use your intellect (the talents of your mind) in combination with your humanity (the gifts in your heart) to do meaningful work that feeds your soul…” Megan Hodge
Contents
INTRODUCTION ................................................................................................................................................................................................3
Philosophy .........................................................................................................................................................................................................3
Mission Statement (CAA 1.3.1) ................................................................................................................................................................4
Vision Statement.............................................................................................................................................................................................4
Program Goals (CAA 1.3.1) ........................................................................................................................................................................4
Student Outcomes:.........................................................................................................................................................................................4
CURRICULUM (CAA 1.9.3) .........................................................................................................................................................................4
ADMISSIONS .......................................................................................................................................................................................................5
Admission Policies .........................................................................................................................................................................................5
Admission Criteria (CAA 4.1.1, 4.1.3) ...................................................................................................................................................5
Admission Information................................................................................................................................................................................5
Conditional Admission (CAA 4.1.4) .......................................................................................................................................................5
Transfer of Credit ...........................................................................................................................................................................................5
Technical Standards (CAA 4.2.3) ............................................................................................................................................................5
Student Compliance with Technical Standards (CAA 4.2.5, 4.2.4) .........................................................................................6
ACADEMIC STANDARDS ............................................................................................................................................................................7
Grading System (CAA 1.9.3, 5.1.3) ..........................................................................................................................................................7
Academic and Clinical Advising (CAA 2.2.1b, 4.6.1, 5.1) .............................................................................................................8
Appeals and Incomplete Grade Policy..................................................................................................................................................8
Academic and Clinical Education Requirements ............................................................................................................................8
Academic and Clinical Education Probation (CAA 4.6.6) ............................................................................................................8
MS-SLP Program Dismissal (CAA 3.10.2) ...........................................................................................................................................8
Trine University Institutional Policy for Satisfactory Academic Progress (SAP) (4.2.3) ............................................9
INTERVENTION .................................................................................................................................................................................................9
Academic and Clinical Intervention Policy (CAA 4.3.1) ...............................................................................................................9
Academic and Clinical Intervention Plan (CAA 4.3.2) ..................................................................................................................9
Clinical Probation (CAA 5.5.4)..................................................................................................................................................................9
Leave of Absence Policy (CAA 5.5.4) .................................................................................................................................................. 10
Attendance Policy........................................................................................................................................................................................ 11
Graduation Requirements....................................................................................................................................................................... 11
STANDARDS OF PROFESSION .......................................................................................................................................................... 12
Community Standards .............................................................................................................................................................................. 12
ASHA Code of Ethics (CAA 3.10.1) ...................................................................................................................................................... 12
Professional Behaviors (CAA 3.1B) .................................................................................................................................................... 12
Cultural Sensitivity and Diversity Policy (CAA 1.8.1) ................................................................................................................ 12
1Dress Code ...................................................................................................................................................................................................... 14
Classroom or Lab Use ................................................................................................................................................................................ 14
Cellphone and Electronic Use Policy .................................................................................................................................................. 15
Social Media Policy ........................................................................................................................................................................................ 15
Activities that May be Grounds for Dismissal from the MS-SLP Program (CAA 3.10B.2) ........................................ 15
Unprofessional Behavior that May be the Basis for Disciplinary Action .......................................................................... 16
CLINICAL EDUCATION .............................................................................................................................................................................. 17
Clinical Education Summary .................................................................................................................................................................. 17
GENERAL INFORMATION AND SUPPORT .................................................................................................................................. 18
Affirmative Action Statement ................................................................................................................................................................ 18
American with Disabilities Act (ADA) Compliance ..................................................................................................................... 18
Academic Support ....................................................................................................................................................................................... 18
Adverse Weather ......................................................................................................................................................................................... 18
Release of Student Information (FERPA) ........................................................................................................................................ 18
Payment of Educational Costs ............................................................................................................................................................... 19
Trine University Student Financial Responsibility Agreement ............................................................. 19
MISCELLANEOUS POLICIES................................................................................................................................................................. 20
Student Information Form ...................................................................................................................................................................... 20
Changes in Health Status ......................................................................................................................................................................... 21
Chronic Health Condition Not Requiring Accommodations ................................................................................................... 21
Health Risks ................................................................................................................................................................................................... 21
Student Injury in the Classroom or During a Clinical Education Experience ................................................................. 21
Human Subjects in MS-SLP Education and Authorized Access and Use of Information........................................... 21
Student Representatives on Committees......................................................................................................................................... 22
Employment ................................................................................................................................................................................................... 22
Student Grievance Procedure (CAA 1.8.4, 4.5.1, 4.5.2, 4.5.5) ............................................................................................ 22
Filing a Complaint about the Program to CAA .............................................................................................................................. 24
Intervention Plan......................................................................................................................................................................................... 25
2In support of the University’s mission and vision and the School of Health Profession’s mission
and vision, the Master of Science in Speech-language Pathology program further defines the
commitment to excellence. (CAA 1.5.1)
Mission Vision
Trine Trine University promotes Trine University will be recognized
University intellectual and personal as a premier private university,
development through characterized as engaged,
professionally focused and dynamic, growing and adding
formative learning opportunities, value.
preparing students to succeed,
lead and serve.
School of The School of Health Professions The School of Health Professions
Health at Trine University, by providing at Trine University will be
Professions high quality, professionally focused recognized as a premier provider
and formative undergraduate and of undergraduate and graduate
graduate science learning science education, adding value to
opportunities, enables its students, the lives of its graduates and
graduates and faculty to make a community.
positive impact on the community
through service, leadership, and
scholarship.
Master of Trine University’s masters of Trine’s program graduates
Science in science in speech-language speech-language pathologists who
Speech- pathology program prepares succeed, lead and serve in their
language professionals to assess and treat field using knowledge, skill, and
Pathology individuals with communication and evidence-based practice.
swallowing impairments through
their clinical training, inter-
professional collaboration, and
evidence-based practice.
INTRODUCTION
Philosophy
Speech-language pathologists have an obligation to their patients, communities, and profession,
to promote and maintain high moral, ethical, and clinical practice standards. Speech-language
pathologists have a responsibility to promote evidence-based practice and to expand, evolve
and refine the profession’s knowledge base. Students of speech-language pathology must
assume the responsibility of learning, while faculty members must create and nurture an
environment that motivates learning through active involvement. For this reason, the Trine
Master of Science in Speech-language Pathology endorses learning activities that bring real-
world challenges into the classroom, and students to the real world of speech-language
pathology practice. We place a high value on faculty members who, as role models and
mentors, help students to cultivate self-awareness, interpersonal skills, professional behaviors,
and passions for service and lifelong learning.
3Mission Statement (CAA 1.3.1)
Trine University’s Master of Science in Speech-Language Pathology prepares professionals to
assess and treat individuals with communication and swallowing impairments through clinical
training, inter-professional collaboration, and evidence-based practice.
Vision Statement
Trine’s program graduates speech-language pathologists who succeed, lead and serve in their
field using knowledge, skill, and evidence-based practice.
Program Goals (CAA 1.3.1)
• Prepare speech-language pathologists to evaluate and treat patients with communication
and swallowing impairments in a variety of settings.
• Develop critical thinking skills, lead with the highest standards of ethical principles and value
inclusion.
• Support faculty and student engagement in research.
• Engage in professional development, community service, and cross-disciplinary training.
• Prepare speech-language pathologists to work in an evolving health care and educational
systems and serve the needs of an increasingly diverse community.
Student Outcomes: (CAA 2.1.1) Students who graduate from Trine’s Master of Science in
Speech-Language Pathology program will demonstrate:
1. The ability to evaluate, diagnose, plan and provide intervention for individuals with
communication and swallowing impairments across the lifespan using an evidence-
based practice framework.
2. An understanding of and observance of ASHA’s code of ethics, and the standards of
practice endorsed by the profession.
3. Knowledge and skills of different organizational frameworks and clinical delivery models
across educational and healthcare settings.
4. The skills to contribute to the profession and the community by engaging in lifelong
learning, service, and community advocacy and education.
CURRICULUM (CAA 1.9.3)
The MS-SLP curriculum is available on the Course Catalog | Trine University.
Practicum hours at site per week for time length of practicum is available on the Trine MS-SLP
website: MS-SLP Trine website.
The MS-SLP program course descriptions are available on the MS-SLP Trine website.
Trine University is accredited by the Higher Learning Commission of the North Central
Association of Colleges and Schools, www.ncahlc.org. Telephone: 312-263-0456.
Progression through the Curriculum (CAA 2.1.5)
The curriculum follows a prescribed sequence of courses. The students in each cohort are
expected to enroll full-time, to take the courses in the same order, and graduate at the same
time.
4ADMISSIONS
Admission Policies
The MS-SLP application to the program is available through CSDCAS login the Centralized
Application Service for Communication Science and Disorders. Prospective students are
expected to submit their application online along with other documentation as noted. All
applications are reviewed by faculty and decisions are conveyed to the applicant in writing
under the signature of the program director.
Admission Criteria (CAA 4.1.1, 4.1.3)
• Minimum GPA 3.0
• GRE scores are required. Minimum scores are not required. GRE scores are not to be
older than five years.
• Three letters of recommendation
• One interview with a member or members of the admissions committee
• One writing sample (topic provided in CSDCAS)
• Undergraduate major in CSD (BS or BA) or completion of prerequisite SLP courses with
a 3.0 GPA in all SLP courses from an institutionally-accredited university or college
• Undergraduate courses to contain: biology, human anatomy and physiology, linguistics,
statistics, neuroscience, physics/acoustics, psychology, exposure to research and
speech, language, and hearing content courses.
Admission Information
• Graduate admission requirements may be found on the Trine MSLP Website:
Graduate Admission | Trine University
• The President of Trine University reserves the right to have executive authority over any
admission decisions.
• If accepted students wish to postpone their start in the program, they must reenter the
competitive admission process.
• If the deadline for refund of the admission deposit has already passed, this deposit will be
retained and another one will not be required for the following year if the applicant is
again successful in gaining admittance. After two admission cycles, the applicant must
submit a new application.
Conditional Admission (CAA 4.1.4)
Conditional admissions will not be accepted into the MS-SLP program at Trine University. There
are no exceptions to the admissions criteria.
Transfer of Credit
The MS-SLP program does not accept transfer credits. The MS-SLP program does not permit
testing out of courses or credit by examination.
Technical Standards (CAA 4.2.3)
The MS-SLP program and Trine University do not discriminate on the basis of race, color,
national or ethnic origin, sex, disability, veteran status or age in the administration of any of its
educational programs, admissions policies, scholarship and loan programs, athletic and other
school-administered programs, or in employment.
5Trine University is committed to providing inclusive learning environments. While equal access
can often be achieved through course design, barriers to learning or assessment may still exist
for a student with a documented disability. Reasonable accommodations will be granted to
facilitate access. However, accommodations cannot conflict with essential course function or
impede learning outcomes of a specific class or the MS-SLP program as a whole.
Student Compliance with Technical Standards (CAA 4.2.5, 4.2.4)
Graduates of Trine University’s MS-SLP program are prepared to serve as primary providers of
speech-language pathology care.
The program is a complex and intensive course of study that places specific demands on
students that closely resemble the challenges graduates of the program will encounter as
practicing speech-language pathologists. In order to function as clinical speech-language
pathologists, individuals must be able to meet certain physical, emotional, intellectual, and
communication expectations for performance.
The purpose of technical standards is to delineate the professional practice competencies of
Speech-language Pathology into and through graduation from the MS-SLP educational
program. Technical standards are necessary to create specific expectations for student
performance in the classroom, laboratory, and clinical education environments. Students are to
familiarize themselves with these essential functions and determine whether or not they are able
to perform the specified tasks. Technical standards must be met with or without reasonable
accommodations consistent with The Americans with Disability Act, Section 504 of the
Rehabilitation Act of 1973. Any student who wishes to request an accommodation or who has
questions about the accommodation process should contact our ADA coordinator directly.
Details and contact information can be found at Trine University Accessibility Services
Accessibility, Accommodations, ADA Section 504.
Proficiency in English Policy: (CAA 4.2.3, 4.6.5)
English proficiency is essential to program success. Language proficiency is defined by ASHA
as effective receptive and expressive language skills in both written and spoken modalities.
Also, expressive, written, listening/comprehension, are consistent, spontaneous and formulated
clearly and effectively across diverse topics in professional and social contexts. Reading is
accurate and independent. Dialects or accented variations are expected and acceptable.
Applicants will be screened for English proficiency (spoken and written) during the personal
interview. If at the time of the interview English proficiency is of concern, the faculty will address
directly with the student. Should a concern be raised while the student is in the program, it will
be addressed on a case-by-case basis. Services to improve English proficiency (spoken and
written English) will be offered to the student.
Psychomotor Skills
Gross and fine motor skills are required to meet the responsibilities of a speech-language
pathology student in a wide variety of educational and clinical settings. A student must be able
to perform motor movements required to provide general care to all clients. A student must be
able to execute general motor movement such as transferring/transporting, positioning of
patients, and physically restraining adults and children who lack motor control. A student must
be able to arrange for transportation between educational and clinical settings.
6Observation
Observation is an essential component of evaluation and assessment for a speech-language
pathology student. In general, this requires functional use of vision and hearing. A student
must be able to demonstrate the following observational skills: examination of non-verbal patient
communication, spontaneous communication, motor imitation, verbal imitations, and changes in
the client’s behaviors. In the classroom, a student must be able to independently observe and
participate in lecture and laboratory demonstrations in all courses.
Communication
Effective and sensitive verbal, non-verbal, and written forms of communication must be
demonstrated by a student. This is necessary in order to elicit information; describe changes in
mood, activity and posture; assess non-verbal communication, and be able to effectively and
efficiently transmit information to patients, fellow students, faculty and staff, and all members of
the health care team.
Intellectual, Conceptual, and Integrative Abilities
To effectively solve problems, a student must be able to measure, calculate, reason, analyze,
integrate, and synthesize information in a timely manner. A student must be able to
comprehend three-dimensional relationships and understand the spatial relationships of
structures. A student must be able to synthesize knowledge and integrate relevant aspects of
the patient history and examination findings in order to develop an accurate speech, language,
and/or swallowing diagnosis and determine an effective treatment plan within reasonable time
constraints imposed by the needs of the patient, the facility, and the standards of care.
Affective, Behavioral, and Social Capabilities
Empathy, compassion, integrity, honesty, concern for others, effective interpersonal skills,
interest, commitment, and motivation are all required personal characteristics that a student
must have. A student must possess adequate mental and emotional health necessary for the
full utilization of their intellectual abilities; the exercise of good judgment, academic honesty,
maintenance of patient confidentiality, and the prompt completion of all responsibilities, attend to
the care of patients and course assignments; and the development of mature, sensitive, and
effective relationships with patients and others. A student must also be able to tolerate taxing
workloads, function effectively under stress, adapt to changing environments, display flexibility,
and learn to function in the face of uncertainties inherent in clinical situations. A student is
expected to be able to accept and reflect upon appropriate suggestions and criticisms and, if
necessary, respond by modifying personal behaviors. A student should also conduct
themselves at all times in a manner consistent with the American Speech-language Hearing
Association Code of Ethics and Scope of Practice.
ACADEMIC STANDARDS
Grading System (CAA 1.9.3, 5.1.3)
A Very Good to Excellent 4.0 90-100%
B Good to Very Good 3.0 80-89%
C Fair 2.0 70-79%
D Poor 1.0 60-69%
7F Failing 0.0
A student will be academically dismissed under these conditions:
• Earning more than 6 credit hours below a B
• Earning a semester GPA below 3.0 twice
Trine University Institutional Policy for Satisfactory Academic Progress (SAP) (4.2.3):
Federal regulations mandate that all students make satisfactory, measurable academic
progress toward completion of a degree in order to receive federal assistance through Title IV
federal grant, work, and loan programs; as well as all institutional and state grant/award
programs. Follow this link for full information starting on page 9: Trine University Student
Handbook.
INTERVENTION
Academic and Clinical Intervention Policy (CAA 4.3.1)
Should a student have difficulty achieving a learning outcome during a practicum or academic
course, have an assignment grade below a “B” or demonstrate difficulty with clinical skill levels
as indicated by a clinical educator that could cause the student to fail the practicum, a team
meeting will occur. For a clinical intervention, the team will consist of the clinic director, student
clinician, and clinical educator. For academic intervention, the team will consist of the course
instructor, the student and the student’s academic advisor. Should an additional person be
required, the program director can assist in an intervention meeting/plan creation.
Academic and Clinical Intervention Plan (CAA 4.3.2)
A written Intervention Plan (form appendix page 25) will be created with a specific timeline for
completion, with expected outcomes, and selected tasks for the student to complete outlined.
The plan will be signed by each member of the team.
Selected tasks for the Intervention Plan are to be guided by the course instructor, clinic director
and/or clinical educator. Selected tasks can include, but are not limited to the following
examples:
Observation of therapy session with targeted skill being modeled
Assigned readings from the clinical educator or course instructor
Simulated exercises
Role-playing exercises with an assigned partner and task
At the end of the allotted timeline, the student’s skills will be reassessed by the clinical educator
or course instructor. At that time the team will meet again to determine the outcome of the
Intervention Plan. Action steps could be a continuation of the plan, conclude the Intervention
Plan as successful, and/or clinical probation.
A copy of the completed Intervention Plan is to be sent to the program director for review and
placement in the student’s file.
Clinical Probation (CAA 5.5.4)
Any student who receives a practicum grade below a B on any assignment will be placed on
probation and an Intervention Plan will be implemented. Failure of a clinical course will result in
the student being placed on clinical probation. The student will be required to repeat the clinical
course prior to moving forward to a more advanced practicum.
9Clinical hours obtained during an unsuccessful clinical experience will not count toward the
minimum required clock hours for graduation.
Leave of Absence Policy (CAA 5.5.4)
Students who find it necessary to temporarily withdraw from the program or any course(s) in the
program must request a leave of absence if they intend to return to the program.
Step one for requesting a leave of absence: The leave of absence must be submitted to the
program director in writing one week prior to the withdrawal and the leave cannot exceed one
calendar year. The leave of absence must be approved by the program director.
If this is for a medical leave of absence, official medical documentation is required in addition to
the written request.
A student who is in good academic standing and requests a leave of absence such as the case
for medical reasons may be reinstated at the same course level.
Step two requesting an extension or a return from a leave of absence: Any student requesting
an extension of a leave of absence longer than one academic year will be required to submit a
request at least one month prior to the end of the initial request. Additional official medical
documentation should accompany the request. Failure to request a continuation of the leave of
absence will be considered as a withdrawal from the MS-SLP program.
A student requesting a return to the program must notify the program director in writing of
his/her continued intention to return to the program at least two months prior to re-enrollment.
In addition, the student is required to pay all fees required of incoming students as stated by the
deadline.
Those ineligible for a leave of absence would include any student who withdraws from any
required course without requesting and/or receiving a leave of absence from the program will be
considered as a withdrawal from the Master of Science Speech-language Pathology program.
Also, ineligible are students who request a leave of absence because they are academically
ineligible to continue in the program.
Program Information
PRAXIS Examination (CAA 1.9.7, 5.6.1, 5.6.2, 5.6.3, 5.8.1)
The Praxis ® examination in Speech-Language Pathology is a significant step in the journey to
becoming a speech-language pathologist. The exam is the Standard VI: Assessment
component of ASHA’s standards and is developed by ASHA and facilitated by the Educational
Testing Service (ETS). The test has been validated. ASHA appoints subject matter experts
from their Council for Clinical Certification in Audiology and Speech-Language Pathology
(CFCC). The CFCC makes a final determination for the passing score and reviews the exam
policies for fairness.
Content for the SLP Praxis ® is comprehensive and test-takers will be required to review
content from many sources. The Speech-Language Pathology Study Companion [PDF] will
assist with a review prior to the examination. General Information and Study Tips [PDF] is a
good resource to read prior to taking the Praxis ®.
10MS-SLP students are required to pass the Praxis ® examination during their final year of
graduate school, no later than finals week of the Spring II semester. A passing score is required
to apply for a certification (CCC) as a speech-language pathologist. Praxis scores will be
submitted directly to Trine’s program and pass rates will be posted on the MS-SLP webpage:
ms-slp_student_outcome_data.pdf (trine.edu).
Attendance Policy
Classroom attendance is required to ensure participation and interactive learning experiences
can occur. Classroom attendance is analogous to being present at your clinical practice site. In
the event that you are not able to attend a class, notify the course instructor with as much notice
as possible. Please refer to the 2021 Trine Student Handbook on page 4 for additional
information.
Program Quality Improvement (CAA 1.4.4., 3.9.5, 5.3.1, 5.3.2, 5.3.4, 5.3.6, 5.10.3)
The academic assessment process at Trine University is designed to measure the abilities and
knowledge of students graduating from all degree programs. It also measures student
satisfaction with the program.
Students will be asked to reply to surveys or questionnaires that rate the quality of instruction,
the level of satisfaction with career preparation, and the overall satisfaction of the Trine
experience. Occasionally, anonymous samples of student course work will be used in an
assessment process.
Use of this information is vital to our program for academic credentialing with the Council on
Academic Accreditation (CAA) and ASHA. Trine University is committed to providing quality
educational experiences for our students. The information gathered through the assessment
process provides information for continual improvement of our program.
Graduation Requirements
An “Intent to Graduate” form is filed through the Registrar’s office at the beginning of the MS-
SLP program. This form will include an expected graduation date and other information
pertinent to graduation. All degree requirements must be completed within five years.
Students are required to follow the plan of study for the Master of Science in Speech-language
Pathology degree. Students must follow the conditions and requirements for graduation as set
forth by the University.
Commitment to Diversity (CAA 1.8.1)
Trine University remains committed to cultivating diversity, inclusion and fairness. As a leading
private institution of higher education, Trine fosters a culture of understanding, growth and
inquiry; values the diverse qualities of its students, faculty and staff; promotes an inclusive
environment free of discrimination and intolerance; and welcomes everyone. Trine will not allow
discrimination and will continue to grant admission and provide educational opportunities
without regard to race, age, disability, gender, gender identity, sexual orientation, marital status,
national origin, religion or veteran status. The culture of Trine University dictates that these
same standards of acceptance apply to all faculty, staff, alumni and community members.
11STANDARDS OF PROFESSION
ASHA
As the professional organization for speech-language pathologists, ASHA has many resources
and benefits to being a member both as a student and professional. One benefit is that you can,
as a student, attend the state and national conferences, and student conclave at discounted
rates.
Trine University MS-SLP students are strongly encouraged to become student members of
ASHA. The National Student Speech-language Hearing Association (NSSLHA) is the student
organization for pre-professionals studying communication sciences and disorders recognized
by ASHA. Students are advised to participate in state chapter and national activities. Students
who have questions are encouraged to visit the ASHA website (asha.org) and speak with your
academic advisor for more information.
Community Standards
University community standards apply to all students and student organizations. Please refer to
the 2021 Trine Student Handbook for specific details of each behavior.
ASHA Code of Ethics (CAA 3.10.1)
The American Speech-Language-Hearing Association (ASHA) has adopted Code of Ethics for
all speech-language pathologists. It is the responsibility of the MS-SLP student to uphold this
code in all situations. Failure to uphold the ASHA code of ethics could result in the failure of a
course or clinical experience, or result in removal from the program.
Professional Behaviors (CAA 3.1B)
Professional behavior is, without exception, required. It is expected that all students
demonstrate behaviors consistent with those of healthcare professionals. It is required that all
students exhibit these behaviors in the classroom and laboratory settings, during practicums,
clinical externships, and service learning activities. Failure to demonstrate these behaviors
could result in failure of a course or clinical experience, or result in removal from the program.
Cultural Sensitivity and Diversity Policy (CAA 1.8.1)
MS-SLP student clinicians will be practicing in a variety of settings and working with a diverse
population. Cultural variables, such as age, gender, occupation, sexual orientation, disability,
socioeconomic status, religious beliefs, and ethnicity, can impact evaluation and intervention. It
is essential for the student clinician to be sensitive to cultural influences which can be improved
through greater cultural competence.
Throughout the MS-SLP program, students will construct an understanding of cultural and
linguistic factors that occur during the delivery of therapy services. This construct will occur
through knowledge and skills utilization. MS-SLP students will strive to understand how their
own set of cultural beliefs can impact the delivery of speech and language therapy. Some of the
variables that can impact this care includes, but is not limited to, age, ethnicity, national origin,
race, linguistic background, religion, gender, and sexual orientation.
Professional behaviors include the following: (CAA 3.1B)
12Including the nine CAA professional competencies, the following behaviors are considered
required of a speech-language pathologist:
1. Critical thinking - The ability to question logically; identify, generate, and evaluate
elements of logical argument; recognize and differentiate facts, appropriate or faulty
inferences, and assumptions; and distinguish relevant from irrelevant information. The
ability to appropriately utilize, analyze, and critically evaluate scientific evidence to
develop a logical argument, and to identify and determine the impact of bias on the
decision-making process.
2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading,
writing, and listening) for varied audiences and purposes.
3. Problem solving – The ability to recognize and define problems, analyze data, develop
and implement solutions, and evaluate outcomes.
4. Interpersonal skills – The ability to interact effectively with patients, families, colleagues,
other health care professionals, and the community in a culturally aware manner.
5. Responsibility – The ability to be accountable for the outcomes of personal and
professional actions and to follow through on commitments that encompass the
profession within the scope of work, community, and social responsibilities.
6. Professionalism – The ability to exhibit appropriate professional conduct and to represent
the profession effectively while promoting the growth/development of the speech-
language pathology profession.
7. Use of constructive feedback – The ability to seek out and identify quality sources of
feedback, reflect on and integrate the feedback, and provide meaningful feedback to
others.
8. Effective use of time and resources – The ability to manage time and resources
effectively to obtain the maximum possible benefit.
9. Stress management – The ability to identify sources of stress and to develop and
implement effective coping behaviors; this applies to interactions with self, patient/clients
and their families, members of the healthcare team, and in work/life scenarios.
10. Commitment to learning – The ability to self-direct learning to include the identification of
needs and sources of learning; and to continually seek and apply new knowledge,
behaviors, and skills.
All Trine University MS-SLP students are expected to:
1. Demonstrate safe performance of activities, sensitivity to individuals, appreciation for
alternate points of view, respectful communication, concern for self, cooperation with
others, and acceptance of personal and corporate responsibility for the coursework.
2. Show respect for facilities and equipment in the College of Health Professions and in the
clinical education settings.
3. Present an appropriate personal appearance in classrooms, laboratories, and clinical
education settings and at public meetings where their identity as speech-language
pathology students is apparent. Please refer to the dress code for details.
Professional behaviors are evaluated by self-assessment, clinical instructors, peers, and faculty.
Written clinical instructor comments and instructor observation of student performance provide
the basis for counseling on professional behavior. It is expected that most cases of professional
misbehavior can be successfully corrected by sensitive discussion and counseling between the
faculty and the student. A plan for intervention will be developed and implemented.
13Dress Code
Classroom dress code is analogous to wearing attire that most represents to your client that you
are a professional. In some cases, it is specifically directed as a condition of employment.
Student clinicians must wear name tags at all times. The MS-SLP program requires student
clinicians to introduce themselves as Trine University MS-SLP student clinicians.
1. Students are expected to appear professional and neat at all times while on campus and
at practicum sites. Because we share the space with patients, clinicians, health care
administrators, and distinguished visitors, it is important for students in a professional
education program to be sensitive to their professional image and the reactions of others
while you are on campus.
2. Maintain clean, well-kept hairstyles within a naturally occurring color range.
3. Avoid heavily scented perfumes, personal care products and/or aftershave.
4. Keep body art covered as much as possible. Discuss any visible body art and piercings
(other than ears) with the program director.
5. Wear closed toed shoes for all patient encounters.
6. Do not wear hats indoors.
7. Keep jewelry to a minimum during practicums.
8. No blue jeans, holes in clothes, overly casual clothing, revealing clothing, or sweatpants.
9. Students will follow dress code of the facility where they will be performing their clinical
education experiences.
If you have questions about presenting a professional appearance, please ask the clinical or
program director. Students will follow dress code of the facility where they will be performing
their clinical education experiences.
Classroom or Lab Use
The faculty members in the MS-SLP program encourage students to use every opportunity to
practice competencies in all aspects of speech-language pathology. However, special concern
must be given to safety of students and/or equipment when any equipment or exercise
techniques are used outside of class. For student safety, it is strongly recommended that
students come in groups of a least two persons if they arrive or remain after dark. The following
procedures and precautions must be practiced for the use of laboratory, classroom, and/or
equipment outside of class:
• Students may not utilize any equipment other than equipment relating to past or
current study, or for approved research endeavors.
• Students may only practice on one another. Students can serve as a "check
system" for each other, thereby minimizing accidents relating to errors.
• Students will clean up after themselves and leave their space in a neat and
organized manner so that the space can be readily used by others.
• Under no circumstances is treatment to be provided for a pathological condition
except for approved research endeavors or other specified occasion. This must
adhere to the scope of speech-language pathology practice in the State of Indiana.
For example, a licensed speech-language pathologist must be available to
supervise.
• If a student thinks a situation exists that may be exempt from one or more of the
rules noted above, the circumstances must be described and approval must be
obtained prior to exercising the exemption. Approval will be granted by the
responsible faculty member and by the MS-SLP program director.
14Cellphone and Electronic Use Policy
Appropriate conduct in every teaching environment in the MS-SLP program promotes an
environment of academic achievement and integrity. Disruptive classroom behavior that
interrupts either the instructor’s ability to teach or student learning is prohibited. Disruptive
behavior includes inappropriate use of technology in the classroom.
Examples include but are not limited to: ringing cell phones, text messaging, watching videos,
playing computer games, accessing email, instant messaging, or surfing the internet on your
computer. Students who participate in disruptive behaviors will be asked to leave the classroom.
Students are expected to follow these simple regulations to avoid the inappropriate use of
technology in the classroom:
1. All cell phones must be turned off while in class and be stored away from the study
space.
2. If expecting a critical health or family-related call, please inform the instructor prior to
start of class. Please sit nearest the door and leave class when your phone alerts
(silently) that your call has arrived.
3. Laptop computers, iPads, etc., are to be used for note-taking only, unless specifically
addressed by the instructor of record.
4. If electronic devices are improperly used, a verbal warning will be issued first, followed
by a request from the instructor for the student to leave the class.
Social Media Policy
Trine University MS-SLP students are expected to follow professional guidelines set forth by the
University and ASHA. Students are expected to be professional at all times while representing
the University. This includes the appropriate use of social media. Access the ASHA Issues in
Ethics: Ethical Use of Social Media information at link.
The student will abide by the following:
1. Standards of professionalism are the same online as in any other setting.
2. MS-SLP students must not share or post identifiable patient or university
information or photos
3. Maintain ethically prescribed professional client-SLP, faculty-student boundaries
while a student at the University.
4. Do not make disparaging remarks about patients, employers, healthcare agencies,
co-workers, peers, faculty or staff, even if they are not identified by name.
5. MS-SLP students must be aware that clients, colleagues, institutions, and
employers may view postings.
6. Promptly report a breach of confidentiality or privacy.
Activities that May be Grounds for Dismissal from the MS-SLP Program (CAA 3.10B.2)
1. Publishing, discussing, or sharing in any way the health information of other individuals.
Be aware that removal of an individual’s name or use of a pseudonym does not
constitute proper de-identification of protected health information. Inclusion of data such
as age, gender, race, diagnosis, date of evaluation, or type of treatment or posting of
patient stories and/or pictures (such as a before/after photograph of a patient having
surgery, a photograph of a patient participating in speech-language pathology, or a
15photograph of the contents of a patient’s room) may still allow the reader to recognize
the identity of a specific individual.
2. Claiming to be an official representative or spokesperson for Trine University or its
entities, including the Master of Science in Speech-language Pathology.
3. Assuming the identity of another person or otherwise attempting to obscure one’s own
identity as a means to circumvent the prohibited activities outlined in this policy.
Unprofessional Behavior that May be the Basis for Disciplinary Action
1. Using vulgar language.
2. Using language or photographs that imply disrespect for any individual or group,
including but not limited to age, race, gender, ethnicity, or sexual orientation.
3. Publishing or sharing in any way personal photographs or photographs of oneself or
others that may reasonably be interpreted as condoning irresponsible use of alcohol, the
use of recreational drugs, illegal activities, or sexual promiscuity.
4. Publishing, discussing, or sharing in any way potentially inflammatory or unflattering
material on another individual’s website (e.g. on the “wall” of that individual’s Facebook
site).
Academic Integrity and Honesty Policy (CAA 4.4.2)
Academic honesty is required in all academic endeavors. Violations of academic honesty
include any instance of plagiarism, cheating, seeking credit for another’s work, falsifying
documents or academic records, or any other fraudulent classroom activity. Violations of
academic honesty may result in a failing grade on the assignment, failure in the course, or
expulsion from school. Please refer to the 2021 Trine Student Handbook page 9 for information
regarding the disciplinary process.
College of Health Professions Academic and Clinical Review
Committee
The Academic Review Committee promotes adherence to academic standards and program-
specific standards of conduct. The committee consists of 5 program directors, 2 ad hoc faculty,
and the Dean of the College of Health Professions. Examples include but are not limited to:
plagiarism, cheating on an exam, falsifying clinical documentation, failure to meet program
requirements for academic standing such as GPA, course repeats, progression, etc. Other
instances of misconduct, specifically non-academic behavior, are referred to the dean of
students (DOS) by the program director immediately after the incident occurs as outlined in the
University handbook.
Steps for the Academic and Clinical Review:
Step 1: Program level investigation and recommendation from the program director submitted to
the dean of CHP who convenes the Academic Review Committee.
Step 2: Academic Review Committee examines evidence, student statement (s), and policy
before making a recommendation.
Step 3: Dismissal recommendations are forwarded to Vice-President of Academic Affairs
(VPAA) and DOS. Non-dismissal decisions are at the level of the dean of CHP’s discretion.
16Step 4: VPAA and DOS review investigation documentation and recommendation from the
dean of CHP. Render final decision on the dismissal and information the student, dean, and
program director.
Laptop Computer
Please refer to the following website page if you have questions regarding minimum
specifications for computers: What computer should I buy ?
All students enrolled in the MS-SLP program are required to have or purchase a laptop
computer or tablet that meets the minimum specifications before attending their first class.
Participation will require basic technology for all students. Each student in the MS-SLP program
must have basic computer competencies. Students will be asked to complete assignments
using various Web based applications. In order to successfully complete these assignments
students must have access to technology that includes, but is not limited to:
• Windows 10 operating system or newer
• Intel i5 processor or faster
• 8GB RAM or more
• 128GB or larger (1TB of cloud storage through OneDrive is provided)
• Optical Drive (optional)
• Webcam
• Microphone
• 802.11 AC Dual Band or better
• Acrobat Reader
• Microsoft Office
• Flash Play (for video viewing). May need to download from Adobe
• Email through Trine University
**Chromebooks are NOT compatible with IT Specifications
*Trine University provides students with the full Microsoft Office 2016 Suite at no cost.
Visit the IT myPortal page for more information. To ensure a stable network connection
for online courses, a reliable internet connection is required. Wi-Fi hotspot devices may
not be adequate.
CLINICAL EDUCATION
{See MS-SLP Clinical Practicum Guide}
Clinical Education Summary
Clinical education is an essential part of the Trine University Master of Science in Speech-
language Pathology. The speech-language pathologists and health care facilities participating
in clinical education are carefully screened and share the MS-SLP program’s mission to have
a positive impact on the healthcare needs of their communities through service, leadership,
and scholarship.
17You can also read
